Presenter(s)

• Samantha Hutchinson, University of California, Santa Barbara
• Jean Pauline Serrano
• Arnold Rodriguez Robles
• Ruchi Khanna, Doctoral Student, Boston University

Abstract

Anxiety disorders often begin before age 15 and can impair well-being, academics, and development. Schools are key access points for mental health services, especially for culturally and linguistically diverse (CLD) students. This systematic review examines family and student perspectives on school-based anxiety interventions for TK–6th grade. Findings from 13 U.S. studies suggest general acceptability of interventions, though cultural relevance was rarely addressed—only 2 studies incorporated cultural considerations. This poster highlights the need to better align interventions with students’ cultural identities to enhance effectiveness and equity in school mental health services.